1. Case
Study:
Crea3ng
a
Collabora3ve
Learning
Community
Keeley
Sorok3
Instruc3onal
Technology
Coordinator
MSLOC
Graduate
Student
Master’s
P rogram
i n
L earning
&
O rganiza3onal
C hange
a t
N orthwestern
U niversity

2.
Welcome
v Introduc.on
v Overview
of
MSLOC
v Stewardship:
3
Themes
v Applica.on
Exercise
v Q&A

3. MSLOC
Overview:
See
Appendix
Slides
for
notes

4.
Stewardship

5.
Make
Emo.onal
Connec.ons

6.
Welcome
Videos

7.
Virtual
Icebreaker:
Google
Docs

8.
Use
Webcams:
Adobe
Connect

9.
Make
Emo.onal
Connec.ons
1. Have
I
created
ways
for
small
groups
to
interact?
2. How
can
I
share
my
authen.c
self
with
the
group?
3. How
can
I
incorporate
par.cipants’
faces
(webcams
or
pictures)
into
the
community
interac.ons?

10.
Encourage
Discovery

11.
Ning
Network:
Course
Hub

12.
Leave
a
Legacy:
Wiki
Page

13.
Encourage
Discovery
1. Have
I
waited
long
enough
before
responding
to
an
online
discussion?
2.
What
virtual
spaces
can
I
create
to
encourage
co-­‐crea.on
of
content?
3. How
can
I
steward
further
development
of
the
ideas
that
are
emerging?

14. Gather
with
Purpose

15. Simula.ons
&
Role
Plays

16. Create
Affinity
Diagram
Virtually

17.
Virtual
Synchronous
Report
Out:
Google
Docs
(22
people
wri.ng
at
same
.me)

18.
Gather
with
Purpose
1. In
a
live
session
could
we
use
a
Subject
MaZer
Expert
to
joint
problem
solve
with
par.cipants
(rather
then
doing
a
lecture
or
talk)?
2. What
is
the
content
or
knowledge
needed
for
this
mee.ng
and
how
will
that
be
delivered
or
acquired
prior
to
the
session?
3. What
meaningful
work
can
we
do
together
during
this
synchronous
session
that
we
could
not
accomplish
individually?

19. Stewardship
Applica.on
Exercise
Make
Emo.onal
Connec.ons
Encourage
Discovery
Gather
with
Purpose

20. Contact
Us
Keeley
Sorok3
keeley@u.northwestern.edu
847-­‐467-­‐1872
TwiPer:
@sorok3
Google+:
Keeley
Sorok3
Jeff
Merrell
J-­‐merrell2@northwestern.edu
847-­‐467-­‐5292
TwiPer:
@JeffMerrell
Google+:
Jeff
Merrell
Master’s
P rogram
i n
L earning
&
O rganiza3onal
C hange
a t
N orthwestern
U niversity

21. Appendix:
MSLOC
Overview
To
set
the
context
for
this
case
study
it
will
be
helpful
to
know
a
bit
of
history
about
the
Master’s
Program
in
Learning
&
Organiza.onal
Change.
MSLOC
is
a
10-­‐year-­‐old
program
housed
in
Northwestern’s
School
of
Educa.on
and
Social
Policy.
It
grew
out
of
several
legacy
master’s
programs
da.ng
back
into
the
80’s
-­‐
each
focused
on
the
School
of
Educa.on’s
mission
to
understand
and
improve
learning
at
every
stage
of
life
and
in
all
contexts.
The
core
for
us
is
learning
within
organiza.onal
se_ngs
-­‐-­‐
businesses,
nonprofits,
government,
etc.
When
you
look
at
MSLOC’s
curriculum
you
will
see
an
interdisciplinary
approach
to
developing
our
students’
capability
to
lead
sustainable
organiza.onal
change
-­‐-­‐
and
all
of
it
is
focused
on
innova.ve
people
management
and
learning
prac.ces.
We
go
deep
on
learning
and
performance,
strategic
change
management,
knowledge
management
and
strategic
thinking.
In
many
ways
we
are
very
much
a
leadership
development
program
-­‐-­‐
working
professionals
concentra.ng
on
developing
the
exper.se
in
the
prac.ce
of
leading
people.
This
creates
two
important
dynamics.
First,
we
aZract
students
from
a
diverse
set
of
professional
backgrounds
-­‐
from
Corporate
VP
of
HR
at
Motorola
to
Execu.ve
Producer
at
CNN
to
Lt.
Commander
in
the
U.S.
Coast
Guard.
80%
of
our
100
students
are
working
professionals
pursuing
their
degree
part-­‐.me.
Average
work
experience
is
10.5
years.
But
the
range
is
from
4
years
to
more
than
20.
So
we
have
emerging
leaders
mixed
in
with
proven
veterans,
from
business
and
nonprofits
-­‐-­‐
all
focused
on
figuring
out
how
to
do
a
more
effec.ve
job
of
leading
people
through
organiza.onal
change.
Secondly,
since
learning
and
knowledge
sharing
are
such
a
core
part
of
our
interdisciplinary
approach,
we
strive
to
model
what
we
teach
and
to
consciously
learn
by
doing.
For
example:
Two
of
our
courses
are
modeled
on
ac.on
learning
methods;
so
our
students
actually
experience
ac.on
learning
rather
than
just
listening
to
lectures
about
it.
Our
coaching
course
puts
students
in
live
peer-­‐coaching
situa.ons.
And
so
on
-­‐
modeling,
reflec.ng
and
learning
from
the
experiences
of
the
community
are
all
key
components
of
our
philosophy
and
are
integrated
throughout
the
curriculum.

22. Appendix:
MSLOC
Overview
Con$nued
from
previous
slide…..Both
of
these
dynamics
were
top
of
mind
when
we
decided
three
years
ago
to
design
a
program
op.on
that
would
open
our
market
beyond
Chicagoland.
Tradi.onally
our
program
was
based
on
a
10-­‐
week
academic
quarter
with
classes
mee.ng
once
per
week
in
Evanston
-­‐-­‐
limi.ng
our
part-­‐.me
student
popula.on
to
those
working
professionals
who
live
within
a
commutable
distance
of
campus.
To
move
beyond
this
model
we
knew
we
needed
to
rely
on
technology.
But
we
also
had
several
design
goals
in
mind:
• We
wanted
one
curriculum
and
a
common
learning
experience
for
all
students
-­‐-­‐
even
if
we
offered
two
different
formats
for
specific
courses.
• We
wanted
one
community
of
learners.
There
would
be
no
“distance
learning”
cohort
that
was
separate
from
the
local
commuter
students.
• We
wanted
all
of
our
students
to
learn-­‐by-­‐doing
-­‐-­‐
to
par.cipate
in
technology
enabled
learning
and
ac.vely
reflect
on
the
experience.
Fast-­‐forward
to
today.
All
of
our
courses
use
technology
to
accommodate
non-­‐local
learners.
7
courses
are
delivered
in
two
formats
-­‐
the
tradi.onal
10-­‐week,
1
evening
class/week
version
and
an
alterna.ve
op.on
that
follows
the
same
10-­‐week
schedule
but
uses
substan.ve
distance
learning
combined
with
a
2
½
day
residency
session.
6
courses
are
offered
exclusively
in
a
version
that
accommodates
both
local
and
non-­‐local
students
-­‐
in
large
part
enabled
through
collabora.on
technology.
20%
of
our
student
popula.on
is
now
from
outside
Chicago
-­‐
Los
Angeles,
San
Francisco,
SeaZle,
Denver,
Atlanta,
the
DC
metro
area,
Witchita,
Minneapolis,
Dallas
and
more.
Feedback
and
experimenta.on
have
helped
us
move
forward
on
our
design
goals.
And
as
we
look
back
and
reflect
on
what
works
well
-­‐
it’s
the
three
lessons
about
stewardship.